Scholarlink

<p>An appropriate and balanced coverage of mathematical content is of ultimate importance for quality early mathematics education. This study developed and validated the Early Mathematical Content Inventory (EMCI) for preschool teachers for achieving a balanced coverage of mathematics content in early mathematics education. The inventory was validated with 6,356 preschool teachers in China and included 17 items, which can be factored into three components: i.e., pre-numeracy, numeracy and shape, and complex mathematics activities. The results showed that numeracy and shape were the most common concepts covered in mathematical activities in Chinese preschools, followed by pre-numeracy and finally complex mathematics activities. The age group taught and the number of years of preschool teaching significantly predicted the types of mathematical content covered. Our findings suggest preschool teachers adopt the EMCI in teaching practices. More support for teachers’ understanding of what content to be covered in early mathematics education should be provided in both teacher preparation and professional development programs.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

The Need to Go Beyond “Basic Knowledge and Basic Skills”: Development and Validation of the Early Mathematical Content Inventory for Preschool Teachers

  • 期刊论文

  • 发表日期：

    2025年1月3日

查看全文
  • Jin Sun,
  • Yushu Wang,
  • Jiajia Li,
  • Sum Kwing Cheung,
  • Yanling Zhou,
  • Li Zhang

摘要

An appropriate and balanced coverage of mathematical content is of ultimate importance for quality early mathematics education. This study developed and validated the Early Mathematical Content Inventory (EMCI) for preschool teachers for achieving a balanced coverage of mathematics content in early mathematics education. The inventory was validated with 6,356 preschool teachers in China and included 17 items, which can be factored into three components: i.e., pre-numeracy, numeracy and shape, and complex mathematics activities. The results showed that numeracy and shape were the most common concepts covered in mathematical activities in Chinese preschools, followed by pre-numeracy and finally complex mathematics activities. The age group taught and the number of years of preschool teaching significantly predicted the types of mathematical content covered. Our findings suggest preschool teachers adopt the EMCI in teaching practices. More support for teachers’ understanding of what content to be covered in early mathematics education should be provided in both teacher preparation and professional development programs.